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How is leadership perceived in Early years?

How is leadership perceived in Early years?

Structure of the Dissertation-Extended Research Proposal

This extended proposal should be one seamless piece of prose comprising of linked, distinctive aspects of your proposed research. It should consider the different areas that need to be considered when developing and designing a small-scale enquiry. You will critique a range of literature, a methodological approach and the data collecting methods that you are considering. In the final chapter you will reflect on the process of developing your proposal and draw conclusions on how and why you still consider your small-scale enquiry pertinent and relevant.

Careful consideration needs to be given to the relationship between the parts and the whole. The sections or chapters need to connect in ways which constantly evaluate the issue under discussion (so that an argument is formed).

The structure will be as follows:

Contents Page

Introduction

This section provides a brief overview of your small-scale enquiry, outlining the basic structure of the study, contextualising the setting in which it is taking place and your job role…

Rationale includes:

    • How you became interested in the subject

    • What you want to find out and why?

    • Why is this relevant to you, your practice, children and families, colleagues…

 

My RATIONALE BACKGROUND (please add)

I want to explore what effective leadership in early years settings means, the viewpoint taken will focus upon how professionals frame leadership and the influence this has upon quality of the ECEC sector. Effective leadership within early childhood education and care settings has been widely perceived as a key component in successfully improving its organizational and structural functions. Revealing the important role that early childhood leaders can play in the progressive development of ECEC settings. Yet, due to their diverse nature in character, quality, and effectiveness, defining leadership can remain problematic within early years (Moyles, 2006).

I became interested in this as I felt as a early years teacher I have taken the leadership role on several if not many occasions and this is still ongoing, however no progression onto a leadership or management role has been offered, neither has the work been recognised. Are leaders just delegating to make their jobs easier and our harder.

Why Early years teachers or practioners carry out various leasdersip roles or responsibilities but still unable to move or grow within the profession.

Literature Review

I have attached the 3 key pieces I have chosen, please also refer to other literature you find useful.

    • Examination of current thinking concerning the subject (3 key pieces)
    • Exploration of key material exploring different perspectives of key issues

Methodology

I have added a powerpoint for you to see and refer too

    • Identification of the methodological approach that you are proposing
    • Identification of the data collection methods you are proposing (exploring the benefits and potential challenges of these)
    • Identification of the limitations of your enquiry
    • Ethical considerations

Proposed Data Analysis

  • Considering different ways to analyse your data
  • Reflecting on potential researcher bias, how this might impact data analysis and strategies that would be in place to minimise this

Conclusion

  • Reflect on the process of developing your proposal and draw conclusions on how and why you still consider your small-scale enquiry pertinent and relevant.

References – include all sources referred to and cited in the Dissertation, following Harvard referencing conventions throughout.

Appendices – these are included in the 8,000-word count and you will include samples of the gatekeeper letter, informed consent ethical statement for participants and the participant information sheet, which you have devised. You will also include samples of your data collection tool(s), such as questionnaire, observation template(s) or interview questions.

 

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